https://www.inosr.

net/inosr-arts-and-management/ Apollo et al

INOSR ARTS AND MANAGEMENT 10(1):1-16, 2024 ISSN: 2705-1668

©INOSR PUBLICATIONS INOSRAM 101.1160
International Network Organization for Scientific Research
https://doi.org/10.59298/INOSRAM/2024/101.1160

Headteacher's Leadership Styles and Organizational

Commitment of Teachers in Primary Schools in Bitooma
Sub-County, Bushenyi District
Apollo Batondaine1, Tukur Muhamadu2, Kamami Wilson3, Hassan Amwine4, Twesiime
Monica5, Eze Chidinma Esther3, Val Hyginus Udoka Eze6*
1Department of Education Management and Administration, Kampala International University, Uganda
2Department of Education Science, Kampala International University, Uganda
3Department of Education Foundations, Kampala International University, Uganda
4Department of Library Science, Kampala International University, Uganda
5Department of Business Administration, Kampala International University, Uganda
6Department of Publication and Extension, Kampala International University, Uganda

*Corresponding Author: Val Hyginus Udoka Eze, udoka.eze@kiu.ac.ug, Department of Publication and
Extension, Kampala International University, Western Campus, Ishaka, Uganda (ORCID: 0000-0002-6764-
1721)

ABSTRACT
This study investigates the relationship between leadership styles and teacher commitment in primary schools
within Bitooma Sub-County. Utilizing a sample size of 107 teachers and 8 headteachers, data was collected
through interviews and questionnaires. Results indicate a strong positive correlation between transformational
leadership and teacher commitment, while transactional leadership shows a moderate positive correlation.
Conversely, laissez-faire leadership demonstrates a negative correlation with teacher commitment. Regression
analysis confirms the significant impact of transformational leadership on teacher commitment, highlighting
the importance of leadership style in fostering teacher dedication and retention.
Keywords: Leadership Styles, Teacher Commitment, Transformational Leadership, Transactional Leadership,
Laissez-faire Leadership
INTRODUCTION
Teachers who demonstrate high levels of effort to support the organization's objectives
organizational commitment are invaluable assets [7][8]. They also take on proactive roles as
to educational institutions. They significantly organizational citizens, demonstrating a strong
contribute to the achievement of educational commitment to the organization's objectives [9].
objectives and are associated with increased Committed employees are more inclined to go
productivity, reduced turnover, and a willingness beyond their prescribed roles to deliver high-
to make sacrifices in pursuit of organizational quality services, driven by their passion for
goals [1]. Organizational commitment refers to an excellence and personal satisfaction in achieving
individual's psychological attachment to the superior performance [10].In the field of
organization and their willingness to exert education, the level of organizational commitment
considerable effort to achieve its objectives [2]. among teachers remains a significant concern for
Committed employees are more likely to align educational administrators worldwide as many
with the organization's core values and objectives, teachers exhibit low levels of commitment. In the
leading to enhanced organizational performance United States of America (USA), teacher
[3]. However, there is an ongoing issue regarding commitment is not only evident in their dedication
the level of commitment among teachers in to the school but also in their commitment to the
educational settings. Research has shown that teaching and learning process as a fundamental
highly committed employees have a negative school activity. Research conducted by the
correlation with turnover [4][5][6]. These University of Michigan's Survey Research Centre
employees prioritize organizational goals over suggests that teachers' commitment is associated
personal interests and dedicate additional time and with the fulfillment of basic life needs that are
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relevant to their families' daily lives. The literature
further suggests that the behavior of school
administrators, who are responsible for fostering
commitment among teachers, has a significant
influence on teachers' commitment to schools and
their organizational goals [11]. As school leaders,
head teachers play a crucial role in enhancing
teacher commitment, fostering teamwork, and
building trust within the school community. In
Tanzania, research indicates that teacher
commitment is crucial for the future of education.
This commitment directly affects teachers'
productivity and competence in utilizing
innovation for the benefit of the school and
students. The Kenyan Education System Inquiry
Commission has emphasized that teachers in
public primary schools often fail to meet expected
standards due to inadequate leadership. The report
highlights the importance of regular in-service
training as an effective strategy to enhance both
teacher commitment and leadership styles among
school heads. In Uganda, studies have shown that
teachers' organizational commitment is influenced
by various factors, including age group,
educational attainment, marital status, length of
service, self-efficacy, and hierarchical position.
Among these factors, age group, highest level of
education, single marital status, duration of
service, and self-efficacy were found to be
significant positive predictors of commitment.
However, gender and hierarchical rank did not
show a significant impact. Another study revealed
low levels of commitment among staff, as
evidenced by frequent strikes, participation in
intimidation and threats of violence, delays in
marking examinations, and absenteeism. While
previous studies have linked staff or teacher
commitment to these variables, this study
identifies the leadership styles of head teachers,
particularly in primary schools, as a fundamental
factor affecting education in Uganda. This study
was framed by the Leader-Member Exchange
(LMX) theory proposed by [16], which states that
leaders employ different approaches in managing
subordinates, who may respond differently.
Consequently, various types of relationships
between leaders and subordinates can emerge due
to constraints on time and resources. Leaders may
form special relationships with a subset of
members within the organization, considered a
group receiving more favors, trust, respect, and
benefits. A high-quality leader-member
relationship benefits not only the leader but also
influences members' attitudes towards the
organization. High-quality member exchange
relationships are positively associated with
organizational commitment and negatively
correlated with turnover [17]. This theory is
particularly relevant to this study as it explains
the type of relationship that should exist between
leaders and subordinates to foster the
2
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Apollo et al
organizational commitment of teachers across
different schools. The key concepts in this study
were the leadership styles of head teachers
(independent variable) and the organizational
commitment of teachers (dependent variable).
Leadership style is defined as the behavioral
patterns that a leader adopts to influence the
behavior of subordinates, which may vary
depending on the situation [18]. In this context,
leadership styles are conceptualized as the
different approaches employed by head teachers to
ensure that teachers are well-prepared for their
assigned tasks. Leadership styles are categorized
according to the full range of leadership models
proposed by [22], including transformational,
transactional, and laissez-faire styles. A
transformational leadership style aims to inspire
both the leader and followers to high moral and
ethical performance through the leader's vision
and motivation [19-24]. This style is
characterized by clear task clarification and
exchange between the leader and followers
involving rewards or punishments based on
behavior. In contrast, a laissez-faire leadership
style adopts an avoidance strategy when it comes
to assuming responsibility, making decisions, or
taking action [22]. Organizational commitment
refers to an employee's psychological connection
with an organization, demonstrating a willingness
to support and contribute to its objectives in order
to maintain their membership within the
organization [25]. It is characterized by a strong
belief in the organization's values and goals, a
sense of belonging to the organizational
community, and an intention to remain with the
organization. In this study, organizational
commitment among teachers is defined as the
extent to which teachers identify with their
schools, their goals, and their willingness to
continue teaching at these schools. Based on the
three-component model proposed by [26],
organizational commitment is categorized into
three types: Affective Commitment, which reflects
an employee's emotional attachment to,
identification with, and involvement in the
organization; Continuance Commitment, which is
related to an employee's recognition of the costs
associated with leaving the organization; and
Normative Commitment, which refers to an
employee's perceived obligation to remain with the
organization [27]. For the purpose of this study,
these types of organizational commitment are
further defined as follows: Affective Commitment -
the emotional identification of teachers with the
schools where they work; Continuance
Commitment - the inclination of teachers to
remain in the school, considering the potential
costs of leaving; Normative Commitment - the
sense of duty or obligation that teachers feel
towards remaining in the school. Organizational
commitment in this study will be measured using a
https://www.inosr.net/inosr-arts-and-management/ Apollo et al
scoring system. The study took place in Bitooma commitment among teachers are positively
Sub-County, Bushenyi District, which consists of correlated with students' academic performance.
eight primary schools with a total of 138 teachers Committed teachers take pride in their
and eight head teachers. In Uganda, there is membership within the school community, value
growing concern that teachers are becoming less the school's objectives and ethos, and consistently
committed to their profession, often leaving strive for excellence in students' academic
teaching roles for better-paying jobs or engaging achievements [28][29]. Despite efforts by head
in income-generating activities, such as trading teachers, parents, and other stakeholders in
small merchandise (Municipal Education Officer Bitooma Sub-County to improve working
Annual Report, 2017). Reports indicate low conditions and remuneration, the organizational
organizational commitment among primary school commitment of primary school teachers remains
teachers in Bitooma Sub-County, resulting in low. This is evidenced by high levels of teacher
reduced time spent on teaching and increased absenteeism, neglect of duties, and a lack of
focus on personal projects (Bushenyi District urgency in serving students [30]. Previous studies
Headteachers Association Annual Report, 2017). have examined the relationship between leadership
Organizational commitment issues are further styles and organizational commitment across
exacerbated when teachers enroll their children in various sectors [31]. However, there is limited
schools other than their place of employment or understanding of the applicability of these findings
exhibit negative behaviors like absenteeism and in the Ugandan context, particularly in Bitooma
neglect of their duties, which undermine Sub-County, Bushenyi District. This study aims to
organizational commitment. Teachers' explore the relationship between leadership styles
commitment to their schools is crucial for and organizational commitment among teachers in
achieving educational goals and enhancing student primary schools in Bitooma Sub-County, Bushenyi
learning outcomes. High levels of organizational District, Uganda.
METHODOLOGY
Research Design
The research utilized a cross-sectional research allows for the collection of valuable data within a
design to gather data on a specific point in time. short timeframe [32]. By enabling the use of both
This design was chosen for its efficiency, quantitative and qualitative methods, the research
simplicity, and cost-effectiveness, utilizing a gathered the necessary data for both types of
questionnaire survey. The cross-sectional design analysis.
Study Population
The study population consisted of 146 District Education Officer of Bushenyi in 2020.
participants, including 8 head teachers and 138 The breakdown of the population can be found in
teachers in Bushenyi District, as reported by the Table 1.
Table 1: The Number of Teachers in each Primary School in Bitooma Sub-County
Sn Primary Schools Head-Teachers Teachers Total
1 Kayengo P/S 1 13 14
2 Nyamishundo P/S 1 16 17
3 Bubaare P/S 1 19 20
4 Nyanga P/S 1 17 18
5 Rushobe P/S 1 18 19
6 Kakiira P/S 1 17 18
7 Nyampiki P/S 1 15 16
8 Kyamamari P/S 1 23 24
Total 8 138 146
Source: Primary Data, 2023
Sample Size and Determination
The determination of the teachers sample size relied on Slovenes formula:
𝑁
𝑛=
1 + 𝑁 (0.05)2
146 146
𝑛= = = 107
1+146(0.05)2 1.365

A sample of 107 respondents comprising 8 head formula made up the sample. From each school, the
teachers was selected using Purposive sampling sample size was determined proportionately using
and 99 teachers determined using Slovene’s the formula:

3
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Table 2: Population and Sample Distribution

Category Population Sample Size
Teachers 138 99
Headteachers 8 8
Total 146 107
estimated number of participants who reflect the
The sample size for the study was 138 teachers for entire population of the study. The study used a
the questionnaire survey, which was determined sample of 146 respondents selected from 8 Schools
using the Slovenes formula since the total and these were reached out through questionnaires
population is small. The eight respondents for the and interview guides.
interview were head teachers who were
determined using purposive sampling. This is the
Sampling Techniques
The sample was selected using two sampling the fact that they are considered to have expert
techniques, simple random sampling and purposive knowledge given that they have had experiences
sampling. The census sampling method was used and procedures themselves. They may also be able
because the whole population of teachers in this to supply data of information to the researcher.
study was studied since the total population is Simple random sampling and Purposive sampling
small. Simple random sampling was used to select were utilized to choose the sample for this
teachers, while purposive sampling was used to investigation. Random sampling entails selecting a
select head teachers. Purposive sampling, sample at random and giving each participant an
according to [33], entails selecting items that are equally likely to be chosen for the study. The
advantageously positioned to offer the necessary purpose of simple random sampling, according to
information. In choosing the sample size for the [34], is to attain appropriate representation from
head teachers, this method was used to account for the members of the available population.
Instruments for Data Collection
Both primary and secondary sources were used to will elicit bio-data from participants. Socio-
get the data [35]. Primary data was gathered demographic characteristics and period of service
using both quantitative and qualitative techniques. at the current school will be among the bio-data
Self-administered questionnaires and interviews characteristics. Section B will comprise items
were used to gather primary data. Secondary data adopted from [36] questionnaire to measure the
was gathered by examination of documents three dimensions of organizational commitment.
including, among others, journal articles, reports, Set on the Likert scale whereby Strongly Disagree,
bills, journals, and working papers. Since Disagree, Neither Agree nor Disagree, Agree, and
respondents report on current occurrences, Strongly Agree represent 1, 2, 3, 4, and 5
primary data is employed since it provides the respectively. Section C will comprise items to
most up-to-date and accurate information on the measure the leadership styles of head teachers and
study. The questionnaire comprised three sections, they will be adopted from the Multifactor
namely sections A, B, and C. Section A contains Leadership Questionnaire (MLQ) originated by
items that are measured on a nominal scale that [37].
Instrument Validity
Validity is defined as the extent to which a tool or formulated questionnaire and the interview guide
instrument accurately measures what it is were subjected to three expects from the Faculty
supposed to measure [38]. The scholar in [35] of Education, Kampala International University,
asserts that a valid measurement tool is essential in to validate. Thereafter, corrections were effected
ensuring successful scientific activity, which is before the questionnaires were administered to the
widely accepted among scientific studies. The self- field for data collection.
Reliability
A pilot study was conducted in two schools that establish the reliability of the self-administered
were not part of the sample, and some students questionnaire, the Cronbach alpha coefficient of 0.7
were selected as respondents in the pilot study. for the items in the various constructs was
The collected data was coded and entered into the calculated.
computer using the SPSS program. In order to
Data Analysis
Quantitative data was analyzed by entering coded to the stated hypotheses. The quantitative data
responses from a self-administered questionnaire was analyzed by sorting and categorizing contents
into SPSS, and after that, frequencies, percentages, into themes, which were analyzed based on themes
and means were calculated. Correlation was with the objectives of this study.
calculated to establish the relationship according
4
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Data Interpretation and Discussion of Findings

This section presents, an analysis and the response rate, background findings, and
interpretation of the study findings on Leadership empirical findings. Qualitative data complemented
styles and teacher commitment in Primary Schools descriptive data by providing additional
in the Bitooma sub-county. It Specifically presents explanations as presented in appropriate sections.

Table 3: Response Rate for the Study

Instruments Targeted Actual Response Rate
Interview 8 8 100%
Questionnaires 99 99 100%
107 107

Source: Primary Data (2023)

The data in Table 3 shows that interview data response rate was considered satisfactory because
were collected from 8 (100%) of the selected the researcher in [39], suggests that a response
respondents for interviews and 99 (100%) rate of 50% and above should be considered good
respondents for the questionnaire survey. This in humanity studies.

Table 4: Personal Information of Respondents (n=107)

Item Categories Frequency Percentage
Gender Male 63 58.9
Female 44 41.1
Total 107 100.0
Age group (years) Below 20 02 1.9
20-30 51 47.7
31-40 33 30.8
41-50 15 14.0
Above 50 06 5.6
Total 107 100.0
Marital status Single 31 29.0
Married 70 65.4
Widowed 05 4.7
Divorced 01 0.9
Total 107 100.0
Highest level of Education attained Certificate 60 56.1
Diploma 41 38.3
Bachelors Degree 04 3.7
Masters Degree 02 1.9
Total 107 100.0
Years spent in schools 1-5 58 54.2
6-10 31 29.0
Above 10 18 16.8
Total 107 100.0
Source: Primary data, 2023
The data presented in Table 4 revealed that the demographics. Analysis of the respondents' marital
majority of participants were male, accounting for status indicated that 65.4% were married, 29%
58.9%, while 41.1% were female, indicating a were single, 4.7% were widowed, and 0.9% were
balanced gender distribution in the dataset. divorced. The diverse marital statuses reflected a
Furthermore, the table illustrated that individuals range of family responsibilities among the
in the 20-30 age group constituted the largest participants, enhancing the representativeness of
proportion at 47.7%, whereas those aged 50 and the data regarding teachers with varying life
above represented the smallest percentage at 1.9%. experiences. The findings related to educational
Only 1.9% of respondents were below 20 years old, attainment revealed that 56.1% held certificates,
suggesting that the majority fell within the 20-50 21.9% had diplomas, 3.7% possessed degrees, and
age range. This demographic distribution implied 1.9% held Master's degrees. These results
that the respondents possessed sufficient indicated that all respondents were literate and
experience in managing employees and capable of providing reliable responses due to their
demonstrating commitment based on their age proficiency in English, the language used in the

4
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questionnaire. Regarding tenure at their respective
schools, the majority of respondents (54.2%) had
worked for 1-5 years, followed by 29% with 5-10
years of service, and a smaller percentage of 16.8%
who had served for 10 years or more. This
RESULTS
Analysis of teacher commitment revealed varying
levels of dedication within Bitooma Sub-County
primary schools. While the majority of teachers
expressed satisfaction with their current roles and
demonstrated loyalty to their schools, a notable
proportion indicated a willingness to consider
opportunities elsewhere. Transformational
leadership emerged as a significant predictor of
teacher commitment, with headteachers who
fostered pride, recognized achievements, and
Apollo et al
distribution showed that a significant portion of
the respondents had extensive experience within
their schools, thereby enabling them to offer
dependable insights into the leadership styles of
their head teachers
encouraged individual growth positively impacting
teacher dedication. Transactional leadership, while
showing a positive correlation with commitment,
was not as influential as transformational
leadership. Conversely, laissez-faire leadership
exhibited a detrimental effect on teacher
commitment, suggesting that passive or absent
leadership styles can undermine teacher morale
and engagement.

Table 5: Teacher Commitment in Primary Schools in Bitooma Sub-county

Teacher Commitment SD D NS A SA Mean
I am planning on working for another school 22 8 43 15 9 .
within a period of three years 20.6% 7.5% 40.2% 14.0% 17.8% 00

Within this school, my work gives me 8 3 49 21 6 3

satisfaction 7.5% 2.8% 45.8% 19.6% 24.3% .50

If I wanted to do another job, I would look 4 13 36 33 0 3

first at the possibilities within this school 3.7% 12.1% 33.6% 30.8% 18.7% .49

I see a future for myself within this school 6 10 48 26 15 3

5.6% 9.3% 44.9% 24.3% 14.0% .32

It does not matter if I am working for this 7 14 29 32 23 3

school or another, as long as I have work 6.5% 13.1% 27.1% 29.9% 21.5% .48

If it were up to me, I would definitely be 6 13 28 33 25 3

working for this school for the next five years 5.6% 12.1% 26.2% 30.8% 23.4% .55

If I could start over again, I would choose to 2 4 43 39 17 3

work for another school 1.9% 3.7% 40.2% 36.4% 15.9% .61

If I received an attractive job offer from 4 7 46 31 19 3

another school, I would take the job 3.7% 6.5% 43.0% 29.0% 17.8% .50

I love working for this school 9 7 28 32 30 3

8.4% 6.5% 26.2% 29.9% 28.0% .63

I have checked out a job in another school 15 8 26 33 25 3

previously 14.0% 7.5% 24.3% 30.8% 23.4% .42

The work I am doing is very important to me 3 5 16 12 71 3

2.8% 4.7% 15.0% 11.2% 66.4% .34
Source: Primary data, 2023

Table 5 presents data on teacher commitment in Mean column shows the average score for each
primary schools in Bitooma Sub-county. It statement. A significant portion of teachers
includes responses indicating Strongly Disagree (40.2%) plan to work for another school within
(SD), Disagree (D), Neither Agree nor Disagree three years.Satisfaction with current work within
(NS), Agree (A), and Strongly Agree (SA). The the school varies, with 45.8% agreeing that their
6
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work gives them satisfaction. A notable would choose to work for another school if they
proportion (33.6%) would consider other job could start over again. Almost half of the teachers
possibilities within the current school. (43.0%) would take an attractive job offer from
Less than half of the teachers (44.9%) see a future another school. A significant majority (66.4%)
for themselves within the school. A considerable feel that the work they are doing is very
number of teachers (29.9%) believe it doesn't important to them. Many teachers (30.8%) have
matter if they work for this school or another. A previously checked out a job in another school.
moderate percentage (30.8%) would definitely
work for the school for the next five years if
given the choice. A substantial portion (40.2%)
Table 6: Investigates the correlation between Transformational leadership and teacher commitment in
Primary Schools located in the Bitooma sub-county
Items SD D NS A SA Mean
My head teacher instills pride in me 5 57 9 1 0.62
.7 .7 3.9 7.8 9.0
My head teacher focuses on my strengths 3 61 7 0 0.70
.8 .6 8.3 5.2 8.0
My head teacher behaves consistently with 1 31 4 7 0.00
values .9 .8 9.0 31.8 4.6
My head teacher clarifies rewards 98 3 3 0 0.26
.4 6.8 0.8 1.5 8.7
My head teacher treats us as individuals 1 11 1 1 2 0.50
0.3 10.3 9.0 9.6 9.9
My head teacher talks about trusting each other 2 85 5 2 0.00
.9 .5 3.4 3.4 9.3
My head teacher talks enthusiastically 4 34 4 9 0.80
.7 .8 1.8 31.8 7.1
My head teacher provides reassurance for 3 30 5 3 0.70
overcoming obstacles .8 .8 7.4 2.7 1.5

My head teacher provides encouragement 25 3 4 2 0.02

.9 4.7 1.5 1.8 9.3
My head teacher expresses confidence 12 0 0 3 0.15
.9 1.9 8.7 7.4 0.2
My head teacher encourages us to rethink ideas 1 47 3 9 0.91
.9 .7 5.2 0.2 7.1
My head teacher encourages us to express ideas 2 36 5 0 0.83
.9 .8 3.6 32.7 0.8
My head teacher encourages non-traditional 0 81 1 1 0.44
thinking .3 .5 9.0 9.0 9.6
My head teacher encourages reasoning 14 7 3 0 0.01
.9 3.7 5.2 0.8 7.4
My head teacher provides advice for 1 41 4 6 0.13
development .9 .7 9.6 1.8 3.0
My head teacher promotes development 2 49 8 3 0.09
.9 .7 7.8 35.5 0.2
My head teacher recognises my achievements 1 82 6 9 0.08
.9 .5 9.9 3.6 7.1
My head teacher rewards my achievements 8 1 3 2 3 0.48
.5 0.3 0.8 9.9 1.5
My head teacher assists based on effort 4 78 9 7 0.74
.7 .5 6.2 36.4 5.2
Source: Primary data, 2023

7
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Table 6 investigates the correlation between discussing trust, talking enthusiastically,
Transformational Leadership and teacher providing reassurance and encouragement,
commitment in Primary Schools located in the expressing confidence, encouraging idea
Bitooma sub-county. It presents responses to expression and non-traditional thinking,
various items related to leadership behavior, promoting reasoning and development,
ranging from strongly disagree (SD) to strongly recognizing achievements, and rewarding efforts.
agree (SA), with corresponding means. Overall, The mean scores suggest generally favorable
the table indicates positive perceptions of attitudes towards these leadership behaviors,
transformational leadership behaviors among indicating a potential positive correlation with
teachers. These behaviors include instilling pride, teacher commitment in the Bitooma sub-county
focusing on strengths, consistent behavior with primary schools.
values, clarifying rewards, treating individuals,

Figure 1: Histogram for transformational leadership

The results presented in Figure 1 indicate a high
mean score of 3.86, suggesting strong agreement
among the respondents. This supports the
hypothesis that there is a significant relationship
between transformational leadership style and
teachers' commitment. The low standard deviation
of 0.572, along with the normal distribution curve
shown in the figure, suggests that the data of
transformational leadership is normally
distributed. As a result, this data is suitable for
linear correlation and regression, analysis, which
will produce reliable results.

Table 7: Examine The Relationship Between Transactional Leadership And Commitment Of Teachers
In Primary Schools In Bitooma Sub-County
SD D NS A SA Mean

My head teacher spends more time dealing with 17F 22 09 4 3 .84

problems 5.9
% 0.6 6.4 3.1 2.4
My head teacher tracks and monitors my F 5 57 7 3 .36
mistakes .7% .7 3.3 5.2 2.1
My head teacher assists based on the effort of F 410 2 2 7 .55
the individual teacher .7% .3 9.9 39.9 5.9
My head teacher clarifies rewards 0F 1 3 9 4 0.24
.3% 0.3 0.2 7.1 3.1
My head teacher recognizes my achievement F 4 65 5 7 .51
% 3 5 4 3 1
.7 .6 2.1 2.7 5.9
My head teacher rewards my achievement F 65 5 1 9 .33
% 5 1 4 1 1
.6 4.0 2.1 9.6 7.8
My head teacher focuses on my mistakes 9F 2 3 2 9.12
% 1 1 3 1
7.8 1.2 0.8 20.6 7.8
My head teacher concentrates on failures 1F 5 9 6 6 .73
9.0 4.0 7.1 5.0 5.0

7
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Table 7 presents the relationship between
transactional leadership and teacher commitment
in primary schools in Bitooma Sub-County. It
indicates varying levels of agreement with
statements about how head teachers handle
various aspects of leadership. For instance, most
respondents agree that their head teacher spends
significant time dealing with problems, while
there's less agreement regarding tracking and
monitoring of mistakes. Rewards and recognition
also show a mixed response, with some agreement
but also notable disagreement. Overall, the data
suggests a complex relationship between
transactional leadership behaviors and teacher
commitment in the surveyed schools.

Figure 2: normality visualization

The findings presented in Figure 2 indicate a mean
score of 3.23, suggesting agreement among the
respondents. Consequently, the hypothesis
positing a significant relationship between
transactional leadership style and teacher
commitment was supported. The low standard
deviation of 0.661 and the normal distribution
curve depicted in the figure suggest that the data
pertaining to transactional leadership were
normally distributed. As a result, this data is
suitable for linear correlation and regression
analyses, yielding reliable results.

Table 8: Investigate The Relationship Between Laissez-Faire Leadership And Teacher Commitment In
Primary Schools Within The Bitooma Sub-County
SD D NS A SA Mean
My head teacher avoids deciding 5F 6 0 9 0.05
4
2.1
% 4.3 8.7 .4 .7
My head teacher is unavailable when 7F 8 1 7 .90
4
needed 3.3
% 6.8 9.6 .5 .7
My head teacher reacts to problems only if 0F 8 6 0 0 .54
serious 8.0
% 6.8 3.6 9.3 .3
My head teacher reacts to problems only if 9F 0 7 1 8 .32
chronic 6.4
% 8.7 5.2 0.3 .5
My head teacher reacts to failure 7F 7 0 7 6 .98
5.9
% 5.9 37.4 5.9 5.0
My head teacher delays responding to 0F 3 9 9 .05
6
issues 6.7
% 1.5 7.8 .4 .6
My head teacher reacts to problems only 4F 8 5 3 .24
6
when the situation becomes worse 1.1
% 6.8 3.4 12.1 .6
My head teacher avoids involvement 4F 2 5 1 .98
5
0.5
% 0.6 4.0 0.0 .7

Source: Primary Data, 2023

1
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Table 8 investigates the relationship between
laissez-faire leadership and teacher commitment in
primary schools within the Bitooma Sub-County.
It assesses various aspects of the head teacher's
behavior and the corresponding responses from
teachers. Each row represents a statement about
the head teacher's behavior, with responses
ranging from strongly disagree (SD), disagree (D),
neither disagree nor agree (NS), agree (A), to
strongly agree (SA). The table also includes the
mean values and percentages of responses for each
statement. "My head teacher avoids deciding":
Most respondents strongly disagree or disagree
with this statement, indicating that their head
teacher does not avoid making decisions. "My head
teacher is unavailable when needed": Responses
are mixed, with a majority indicating
disagreement or neither disagreement nor
agreement. "My head teacher reacts to problems
only if serious": Most respondents disagree with
this statement, suggesting that their head teacher
does not only react to serious problems. "My head
teacher reacts to problems only if chronic": Most
respondents disagree with this statement,
Figure 3: Histogram for Laissez-faire leadership
Figure 3 indicates a mean of 2.27, showing
disagreement among respondents and rejecting the
hypothesis that Laissez-faire leadership
significantly impacts teacher commitment. The
low standard deviation of 0.792 and the normal
distribution curve suggest that the data on
Laissez-faire leadership is normally distributed and
suitable for linear correlation and regression
analysis. In interviews with head teachers
9
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Apollo et al
indicating that their head teacher does not only
react to chronic problems. "My head teacher reacts
to failure": Responses are mixed, with a significant
percentage neither disagreeing nor agreeing. "My
head teacher delays responding to issues": Most
respondents strongly disagree or disagree with
this statement, suggesting that their head teacher
does not delay responding to issues. "My head
teacher reacts to problems only when the situation
becomes worse": Most respondents strongly
disagree or disagree with this statement,
indicating that their head teacher does not only
react when situations worsen. "My head teacher
avoids involvement": Responses are mixed, with a
significant percentage agreeing or strongly
agreeing that their head teacher avoids
involvement. Overall, the data suggests varying
degrees of laissez-faire leadership behaviors among
head teachers in the Bitooma Sub-County primary
schools, with some aspects being more prevalent
than others.
assessing teacher independence, responses
highlighted the use of transactional leadership in
schools. One interviewee stated, "We supervise all
teachers through heads of department." The
Municipal Education Officer added, "Teachers
receive school rules, sign a job description
contract, and are supervised to ensure they meet
their contractual duties." These findings align with
the high level of transactional leadership observed
in the descriptive statistics.
https://www.inosr.net/inosr-arts-and-management/ Apollo et al

Table 9: Correlation Analysis of the Relationship Between Leadership Styles and Commitment of
Teachers
Commitment of Transformational Transactional Laissez-Faire
Teachers Leadership Leadership
Commitment of 1
Teachers
Transformational 0.681** 1
Leadership 0.000
Transactional 0.246** 0.442** 1
Leadership 0.009 0.000
Laissez-Faire -0.391** -0.324** 0.040 1
0.005 0.005 0.699

Table 9 presents correlation coefficients between positive correlation with teacher commitment,
different leadership styles (transformational, though it's weaker than transformational (r =
transactional, and laissez-faire) and teacher 0.246, p < 0.01). Laissez-Faire Leadership
commitment. Transformational Leadership shows exhibits a negative correlation with teacher
a moderately strong positive correlation with commitment (r = -0.391, p < 0.01), indicating
teacher commitment (r = 0.681, p < 0.01). that as laissez-faire leadership increases, teacher
Transactional Leadership also demonstrates a commitment decreases.
Table 10: Regression analysis of Commitment of Teachers on Leadership Styles
Leadership Styles Standardized Coefficients Significance
Beta (β) P

Transformational Leadership 0.259 0.001

Transactional Leadership 0.062 0.509
Laissez-Faire -0.050 0.416
Adjusted R2 = 0.412
F = 8.543, p = 0.000
a. Dependent Variable: Commitment of Teachers
Table 10 presents a regression analysis of how 0.509). Laissez-faire leadership has a negative
different leadership styles impact the commitment relationship (β = -0.050), but it's also not
of teachers. Transformational leadership shows a statistically significant (p = 0.416). Overall, the
significant positive relationship (β = 0.259, p = model explains 41.2% of the variance in teacher
0.001) with teacher commitment. Transactional commitment (Adjusted R2 = 0.412), and the
leadership has a weaker positive relationship (β = regression is significant (F = 8.543, p = 0.000).
0.062), but it's not statistically significant (p =
Discussion of the Findings
Transformational style of leadership has a significant relationship with the commitment of teachers.
The primary objective of this study was to increased commitment [40]. This study's findings
investigate the relationship between are consistent with previous research. The
transformational leadership styles and the researcher in [41], found a positive correlation
commitment levels of teachers in primary schools between transformational leadership and employee
within Bitooma sub-county. The first hypothesis commitment. The scholar in [42], also reported
(H01) stated that there is a significant relationship that transformational leadership correlates
between transformational leadership style and significantly with increased job satisfaction,
teacher commitment. The regression analysis enhanced staff well-being, reduced burnout, and
supported the acceptance of this hypothesis, decreased overall stress among employees. Higher
indicating a significant relationship between levels of transformational leadership were
transformational leadership style and teacher associated with a decreased intention to leave the
commitment. This finding aligns with the profession among teachers. The researcher in [43]
theoretical underpinning of Transformational reported that empowerment and transformational
Leadership Theory. According to this theory, leadership contribute to increased job satisfaction
transformational leaders enhance followers' self- and commitment among employees. Similarly,
interest, boost their confidence, raise their scholars in [44] identified a significant negative
expectations, promote behavioral change, and relationship between transformational leadership
inspire them to achieve higher levels of personal and the intention to quit. The researchers in
success, thereby fostering engagement and [45][46] concluded that transformational
11
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leadership is negatively related to turnover
intention and promotes employee commitment. In
summary, the results of this study align with the
findings of previous research, suggesting that
Transactional style of leadership has a significant relationship with commitment of teachers
The study's second objective was to investigate
the relationship between transactional leadership
styles and teacher commitment in primary schools
within Bitooma sub-county. The second
hypothesis (H1) proposed that a transactional
leadership style would be significantly associated
with teacher commitment. Regression analysis
confirmed this hypothesis. This finding is
consistent with the foundational theory of
transactional leadership, which suggests that
leaders who establish clear agreements with
employees regarding rewards for positive actions
and consequences for negative actions tend to
foster higher engagement and commitment [47].
This result is supported by prior research. For
instance, the scholar in [48] found a positive
The Laissez-Faire style of leadership has a significant
teachers
The third objective of this study was to investigate
the relationship between the laissez-faire style of
leadership and teacher commitment in primary
schools within the Bitooma sub-county. The
second hypothesis (Ho2) posited that there is a
significant relationship between the laissez-faire
leadership style and teachers' commitment.
However, the results of the regression analysis did
not support this hypothesis, indicating a lack of a
significant relationship between the laissez-faire
leadership style and teachers' commitment. This
finding is consistent with previous research. For
instance, researchers in [54] demonstrated that
there is no significant relationship between the use
of a laissez-faire leadership style and staff
commitment. Similarly, reports from [55] opined
CONCLUSION
In conclusion, this study sheds light on the
relationship between leadership styles and teacher
commitment in Bitooma Sub-County primary
schools. By elucidating the impact of different
leadership approaches, particularly
transformational leadership, on teacher dedication,
this research contributes to a deeper
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CITE AS: Apollo Batondaine, Tukur Muhamadu, Kamami Wilson, Hassan Amwine, Twesiime
Monica, Eze Chidinma Esther and Val Hyginus Udoka Eze (2024). Headteacher's Leadership
Styles and Organizational Commitment of Teachers in Primary Schools in Bitooma Sub-County,
Bushenyi District. INOSR ARTS AND MANAGEMENT 10(1): 1-16.
https://doi.org/10.59298/INOSRAM/2024/101.1160

16
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